1、第 1 页 Unit3 A healthy diet 教学目标教学目标 1、能熟练运用所学知识介绍自己的饮食和健康的饮食。 2、复习并熟练运用 Is/ Are there?的句型，并能在这一句型中再一次准确运 用 a lot of, some, a little, a few。 3、能在笔头中准确使用 there be的结构。 4、能对本单元的学习情况做出客观、公证的自评和互评。 教学重教学重难难点点 1、复习并熟练运用 Is/ Are there?的句型，并能在这一句型中再一次准确运 用 a lot of, some ,a little, a few。 2、能在笔头中准确使用 there b
2、e的结构。 教学过程教学过程 Step1: Review(5 分钟分钟) 1. T: Is the diet of George healthy? Why? 2. T:Do you still remrember the story time? Can you say sth about Yang Ling and Mikes diet? Whats Mikes diet? T:How is Mikes diet? S: Unhealthy. T: I agree with you too, but Why is it unhealthy? S: Because he likes eating
3、 sweets, cakes, and ice cream. T: Can you give him some advice? S: Mike, you cant eat too much sweet food. T: Yes, I think so. So we should eat a little sweet food, for example, chocolate, cakes, and ice cream. Any advice for Mike? S: Mike, you should drink much water. T: Good idea, how many glasses
4、 of water should we drink every day? S:8 3. Report time: Yang Lings diet T:Whats about Yang Lings diet? Hows YLs diet? Why? Can you show us in group? Here are some tips for you. T 总结：Yang Lings diet is healthy, why? S: Because she eats a lot of noodles for breakfast. Because she eats an egg. Because
5、 she eats some meat and some vegetables. T: Yang Ling eats some vegetables, in fact, we should eat a lot of vegetables.(T 根 据学生的回答贴图片) Step2: Checkout time 1.Stick and say（5 分钟） T: I am sure you know more about the healthy diet. Can you put them in the right places? Who can finish it? T: We should e
6、at some milk. S：In a healthy diet, we should(S 把剩下的图片都贴了) 第 2 页 2. Look and write（3 分钟） T: Great, Lets look at this ovel carefully and fill in the blanks now.(完成 P35 填空) 总结：Health is wealth! 3.Make a poster（8 分钟） Ss use the color pens to draw some pictures and write some words. T: Can you make a pos
7、ter like this? T ppt 呈现基本句型： T:Who can come to the blackboard and show me your works? Ss 两组出来展示 T: Do you like it? /How do you think of their works? 4.Ask and answer（3 分钟） Are there? Yes/No Because Is there? Yes/ No,Because Step3: Writing（19 分钟）分钟） 1. Learn to write T: Is it right? Are there any mis
8、takes? S: I usually have many bread S: I often eat much vegetables. S: I only eat a few rice S: I have a few junk food. T: If there are no mistakes, you will get 4 stars. No mistakes.规范标准。 4 2. Learn to use link words. T: What is the link words. T: Wow, this writing is much better now, I give him 6
9、stars. No mistakes.规范标准。 4 Use conjunctions.使用连词。 2 3. Learn to add a beginning&ending 4. T: Look at this table, a good compisition has its writing criteria. writing criteria（写作标准） Score Your judgement（评 分） On topic. 聚焦主题。 1 No mistakes.规范标准。 4 Use conjunctions.使用连词。 2 Have a beginning&ending.有头有尾。
10、1 More informations.更多信息。 1 Use good sentences. 好词好句。 1 第 3 页 Total score（总分） Your advice（建议） You should 5. Talk about your diet in group T: What will you write about your diet? Discuss in 4. S: I will write 6. Write and share. T: Is is good? Why? Does he have good sentences? Does he have some mista
11、kes? How many stars does xx have? 可参考词汇可参考词汇 : nutrition 营养营养 protein 蛋白质蛋白质 vitamin 维他命维他命 dietary fiber 膳食纤维膳食纤维 energy 能量能量 soya bean milk豆浆豆浆 deep-fried dough 油条油条 sesame seed bun 烧饼烧饼steamed stuffed buns 馒头馒头 pickles 酱菜酱菜 chicken鸡肉鸡肉 duck 鸭肉鸭肉beef 牛肉牛肉lamb 羊肉羊肉green vegetables 青菜青菜 cabbage 卷心菜卷
12、心菜 carrot 胡萝卜胡萝卜 可参考句子可参考句子 : 1.Diet cures more than doctors.自己饮食有节自己饮食有节,胜过上门求医。胜过上门求医。 2.Eat breakfast like a king, lunch like a prince ,dinner like a pauper. 早餐吃得好，午餐吃得饱，晚餐吃得少。早餐吃得好，午餐吃得饱，晚餐吃得少。 3. Some soup before dinner,healthy body forever.饭前喝口汤饭前喝口汤,永远没灾殃。永远没灾殃。 4. Leave off with an appetite.
13、吃得七分饱吃得七分饱,就该离餐桌。就该离餐桌。 5.An apple a day keeps the doctor away. 每天一只苹果，医生不找我。每天一只苹果，医生不找我。 6.Health is wealth.健康就是财富。健康就是财富。 Step 4： Homework Modify their passages better after class. 反思：反思： 本节课将 Checkout time 与写作有机融合于一体，有效提高课堂效率。在教学过程中，笔 者试图站在学生的视角，构建“基于儿童”的场景，给学生多一点自主，少一点的控制，真正 地把学习的舞台交给学生。 为学生创设了
14、真实自然的话题情境，在师生、生生的自由讨论中习得语言知 识， 掌握语言结构。教师利用了美观且清晰的板书帮助学生对文本框架进行了再 构，又利用 Make a poster 环节内化学生的语言知识，培养的学生良好的思维习 惯与思维品质，为后续的写作活动中打下了良好的语言储备。 教学流程环环相扣，注重了情境的整体性，通过“what”“why”“how”的视角， 围绕“Healthy diet”这一话题，从早、中、晚一日三餐讨论并结合自己的日常饮食 进行批判性思维过程，在大量的语言输入后，学生能在“my diet”写作活动中很有 第 4 页 条理和思路，教师引导学生关注细节描写，帮助学生在口头表达和书面表达中养 成细致描述和有条理表达的能力，提高语言的丰富性和逻辑性。
